أثر التدريس باستخدام استراتيجيتي التعلم المعكوس والعصف الذهني في تنمية التحصيل والتفكير الناقد ومتعة التعلم لدى طالبات الصف الثامن في مادة العلوم في مدارس محافظة الطفيلة
This study aims at exploring the influence of flipped learning and brainstorming on the development of achievement critical thinking and learning enjoyment among eighth grade female students in the science subject. The sample consisted of (85) female students, divided randomly into three groups: the first group consisted of (21 students) who were taught using flipped learning; the second group consisted of (26 students) who were taught using brainstorming; the control group, on the other hand, consisted of (38 students) who were taught using traditional method. To measure achievement, a multiple-choice achievement test consisting of (25) items were developed The Watson-Glaser critical thinking test was used in its Jordanian model, which consisted of (75) items distributed into five sub-tests with (15) items each. As for testing learning enjoyment, a questionnaire of learning enjoyment consisting of (30) items were also developed. The findings showed statistically significant differences (α≥0.05) in the mean scores of students on the critical thinking test for all dimensions and the overhaul test related to method of teaching for the two groups (flipped learning and brainstorming); conversely, there were no statistically significant differences between the two experimental groups on the critical thinking test in all dimensions. The findings also showed statistically significant differences (α≥0.05) in the mean scores of students on the achievement test related to method of teaching for the two groups (flipped learning and brainstorming), whereas there were no such differences between the two groups in the achievement test. In addition, there were statistically significant differences related to method of teaching in the mean scores of students on the learning enjoyment test for the two groups (flipped learning and brainstorming), whereas there were no such differences between the two groups in the learning enjoyment test. The finding also showed that the Flipped learning and Brainstorming strategies did not achieve significant effectiveness with gain rate of ≥1.2 according to Black equation in developing critical thinking skills among eighth grade female students in Tafila Governorate. In the light of the findings of the study, the study recommends exhorting science teachers to use brainstorming flipped learning techniques in teaching science. (Author’s abstract)